Literature Review The interest in using ICT in class room is tremendously increasing.

The integration of
ICT highly beneficial both for students and teachers( Cope & Ward, Naidu Cunnington & Jassen2002).The
activity theory (Engestron1987) also suggests that ICT must be studied and through the using of ICT
there is comprehensive learning of digital technology. It is very important that students develop attitude
of learning technology but some time it is ignored but technology must dominate in education.
According to Symonds(2002) in the coming years school will become “Hightech”.Bennet(2002) suggests
that technology must be included in in school curriculum. Teachers must have also command in teaching
technology and they must also facilitate students in learning the use of technology Teacher,s training in
technology is also important factor (Diem2000)It is some time observed that teachers do not have
command over the use of different devices .Diem suggests that it is urgent need that teachers must be
fully conversant with the use of technology. According to (Tolmie2001) unless the teachers know the use
of technology , it is obvious that itself technology can not have impact on students.According to
(Tierman2002) students must have access to to computer technology. It means that to create a
technology learning environment there should be adequate availability of software (Shaver1999).
Moor,s Law suggests that computer technology enhances the pace of learning ,outdated software must
be replaced by latest software and apps. Sometime there is issue that schools lack in resources and
further most of the students do not have computers at home, but this trend is now changing. Now
students have more technology orientation and as such they do computer work through laptop and
other available devices. Fiske and Hammond(1997) describe instructional technology a key to quality
education. Globally now it is the era of technology. Experts believe that technology increases the
effectiveness of teachers and students learning. According to these experts technology changes the role
of teachers to technology managers(JONASSEN et al 1999). Attran and Van Laar(2001) suggest that with
the use of technology lot of time is saved in administrative matters and in record keeping through
increasing the efficiency of teachers and students. Due to networking and computer technology
teachers are at more ease in giving instructions to students. Further students also retrieve valueable
study material through the use of computers. When students jointly carry out the study and complete
their assignments the use of computer technology is an added advantage for them. The researchers like
OTTO and ALBIAN(2004) consider that there is some deficiency in integration of technology in teaching.
Leadership has an important role in technology intergration. Dinhan(2005) suggest that leader should
develop schools equipped with innovative technogy and they must encourage quality teaching and
learning environment. It is the duty of pricipals to reienforce the integration of technology in schools
and students learning. The role of principal is vital in technology integration(Wilmore and Betz 2000).
They further state that through integration of technology principals must support and manage activities
of students and teachers thus create benchmarks and learning standards. If technology is properly
integrated in teaching it will certainly support the professional development of students and teachers. In
this modern age of information technology ICT must be inducted in day to day activities. An effective
technology leader can do this job if integration is properly implemented in the learning environment.
According to Hope,Kalley,Guyden(2000), technically leaders must be fully aware and understand the
importance of integration of technology and how this can be applied in students, teachers learning.
Gibson(2002) suggested that principals must fully remain focused on all aspects of technology
integration. This includes use of technology in administrative issues, curriculam development, personnel
matters, traning and development of staff, communication between teachers, students and parents and
other related issues. Principal must develop such culture that supports the integration of technology.
Fullan(2003) stated that advancement in schools reforms can only take place if leadership is truly
involved in such change. Principal is always considered a facilitator for ICT change. According to
Schiller(2003) , if principal takes active role in technology integration he can produce conducive
integration oriented environment that will ultimately help the students and teachers.
Hope,Kalley,Guyden(2000) suggest that school teachers should be competent in the use of technology in
the schools. Segall(1998) suggested that the school principal must remain seeking advice and assistance
from computer experts and they should appoint those teachers who have better command in the use of
information technology. Smith et al (1999) stated that school administrator understand the integration
and implementation of technology. Through technology we generate knowledge and different processes
that expand and strengthen human working capacities. Through technology people access, collect
information to improve self knowledge and as well as for the benefit of overall community. In the
evaluation of education quality and standards the technology plays important role. (Wobber 2003)
Through the use of ICT students and teachers can use knowledge that have positive impact in their
studies and learning (Volman and Van Eck 2001). ICT replaces the old conventional teaching studies with
new innovative methodologies. ICT is considered a significant tool that enhances teachers and students
learning. It develops students learning skill, problem solving and communication skills. (Plomp et al
1996, Voogt 2003). One of the challenges in current era is creating awareness in communication
technologies. Business people, educationists and ordinary people, all are concerned for development of
information technology. Information and Communication technology includes television, radio and
digital technologies like computer and internet. These technologies can bring revolutionary change in
education sector. When ICT is properly used it created new methodologies of leaning for students and
teachers. ICT is helpful in “active learning” and in “collaborative learning”. ICT can help in direct class
teaching , school broadcasting and in general educational programming. The roll of teachers have been
important in the implementation of Information ,Communication and Technology in education.They are
facilitators in ICT teaching process. In the cuurent age of modernization their role have shifted from
mere knowledge provider to teahing language through ICT Albirini ( ) argues that teachers are the “end-
users and real agents” in planning technology further implementation of technology. With the
emergence and rise of tnternet governments of all over the world have realized that technology has an
important role in education.Now particular attention is being paid to induct technology in educational
programs. It is very important that teachers and students understand the role of technology in
education. Not only in education but in social and cultural sectors technology role is considered
important. In education technology is being used in instructional design, global issues in educational
technology, online teaching, curricular integration, and professional development. ICT is considered a
driving force not only for education but also for economic development. According to Smith and Smythe
(2002) this development is empowering both people and organizations to use ICT effectively. Many
researchers address the issue of ICTs integration in higher education and suggest that policymakers and
teachers can play an important part in this dimension [7,8,]. Both groups (policymakers and teachers)
need to understand how technology and the education system interact with each other. The integration
of ICTs in higher education brings many opportunities and also causes more challenges; that is why it is
very important befor implementing the use of ICTs to make sure that suitable levels of investment is in
place, adequate training, good policy, careful planning, restructuring the teaching process, and a
systematic approach also are require when integrating ICTs in education in order to achieve maximum
educational benefits. It is also vital to think carefully about purpose of education or the context in which
the ICTs can be used before implementation. In our previous work we defined education as an engine
for the development and improvement of any society ICTs is a strong tool for spreading knowledge and
information.The use of ITC in education is growing rapidly all over the world. Their fast growth it has
already taken place all over the world; however the integration of ICTs in education has deep effects for
the whole education process ranging from investments to use of technologies in dealing with key issues
of access, equity, management, efficiency, pedagogy, quality, research and innovation [10]. The growing
use of ICTs as an instructional medium is changing and will possible continue to change many of the
strategies employed by both educators and students in the teaching and learning process. Many
researchers address the issue of ICTs integration in higher education and suggest that policymakers and
teachers can play an important part in this regard. It is also vital to think carefully about purpose of
education or the context in which the ICTs can be used before implementation. In our previous work we
defined education as an engine for the development and improvement of any society. With these results
it is convinced that the presence of ICT in education sector is also increasing steadily. As Neeru Snehi
(2009), argued that ICTs can play enormous role for improving access and equity in education system in
general and higher education in particular. As regards with education, the use of ICTs offers benefits to
both teaching and learning activities also leads to the changing in teaching and learning process. In the
follow section we will answer two questions that arising in the use of ICTs in education. ll paragraphs
must be indented. All paragraphs must be justified, i.e. both left-justified and right-justified. The use of
ICT in education provides problem based learning and enables students to be independent, have a
critical thinking. The impact of ICTs on learning can be approached in various ways to meet the need of
learners. Research has shown that the use of different approaches offered by ICTs enhance teaching and
learning by transforming the environment into the one that is learner-centered and promote deep
learning. This is a major question of all when thinking about the integration of ICTs in education. But the
answer this question is NO. It is obvious that by integrating the use of ICT’s in education,
educators/teachers will develop strategies that will promote deep learning and change the learning
environment into the learner-centered environment. Kounin (1970) defined effective classroom
management as .producing a high rate of work involvement and a low rate of deviancy in academic
settings. It includes .the provisions and procedures necessary to establish and maintain an environment
in which instruction and learning can occur and the preparation of the classroom as an effective learning
environment. (Fraser,1982). A well-managed classroom is then one in which pupils are consistently
engaged in the learning tasks with few pupil off-task behaviours. The literature discusses the classroom
management issues that create a conducive environment for the effective integration of ICT in schools.
(Divaharan, S., & Lim, C. P. (2010). Pelgrum (2001), in a worldwide survey among schools from 26
countries, found that the most frequently mentioned problem of integrating ICT in education was the
insufficient number of computers. This was echoed by ) who found that a limited availability of ICT led to
probl Tondeur, J., van Braak, J. & Valcke, M. (2007ems of classroom management and organization of
resources. Cheung, A. C., & Slavin, R. E. (2011). observed that pupils tended to lose concentration when
the group working on a computer was too big. Given the large number of members in the group and the
limited amount of time a teacher has for each lesson, there was not enough opportunity for each pupil
to have a turn at the computer. Beside the issue of an insufficient number of computers, Pelgrum (2001)
found that insufficient peripherals and learning software were in the top ten list of problems related to
ICT integration in schools. When peripherals such as earphones and microphones, and copies of learning
software were insufficient, teachers experienced great difficulty in planning and conducting lessons
even if there were enough computers (Cheung, 1997). Using ICT in the classroom involves organising
supporting activities for the ICT tool. Potter (2000,) recommended the principle of discussing with pupils
.the difficulties that they have to overcome in familiarising themselves with the onscreen layout of the
particular piece of software.. Potter (2000) suggested that teachers could print out screens to help the
pupils become familiar with the new layouts they would be encountering. Indeed, one cannot simply
assume that pupils are comfortable with any ICT software or hardware that they handle. It is thus the
responsibility of the teachers to conduct ICT- based activities in such a way that every pupil understands
and follows whatever is going on in the lesson. In any learning environment, ICT-based or non-ICT-based
ones, some degree of order and regularity is essential if pupils are to work productively and consistently
toward instructional objectives (Doyle, 1990; Gettinger 1988). A classroom without any guidelines for
appropriate behaviours is very likely to be chaotic and unproductive. Potter (2000) suggested that a
bank of regular sayings, which emphasised good practices, be put on the notice board of the computer
room for all pupils to see. These are the rules and procedures that state the expected pupil behaviour to
create an effective and harmonious learning environment in ICT-based lessons. Evertson, Emmer,
Clements, and Worsham (1997) suggested five different categories of rules and procedures for the
classroom: (a) procedures for room use, (b) procedures for teacher-led instruction, (c) Procedures for
moving in and out of the room, (d) Procedures for group work, and (e) general procedures, such as
distribution of materials and fire drills. These rules and procedures are to be integrated into a workable
system by teachers and should be deliberately taught to the pupils. By making the rules and procedures
.concrete, explicit, and functional,. order in the learning environment and pupils. work accomplishment
are achieved (Doyle, 1986,). Although many of these rules and procedures are established in .regular.
classrooms, they can still be applied in ICT-based learning environments (Wong, 2000). In addition to the
previously mentioned issues and strategies, teachers also need certain support to effectively integrate
ICT in their lessons. According to Wong (2000), the most common problem a teacher faces when
conducting an ICT-lesson is pupils encountering technical problems. It is therefore crucial to provide
teachers with technical support, especially help in trouble-shooting ICT-related problems (Parks &
Pisapia, 1994). The teachers can then concentrate on conducting the actual lessons. Technical support
can come from a variety of sources, such as a computer technician employed by the school, and from
the pupils themselves. The latter can be trained to assist other students in solving simple technical
problems (Marcovitz, Hamza, & Farrow, 2000). Despite the contention that the effects of technology
integration are generally not well documented (Hayes, 2004), there has been an increasing use of
information and communication technology (ICT) in Australian schools (Bruniges, 2003; Finger, 2003;
Finger & Trinidad, 2002; MCEETYA, 2005; Meredyth, Russell, Blackwood, Thomas & Wise, 1999). There
has similarly been a demonstrable incremental movement of ICT from the peripheral to the mainstream
of school life as progress is made towards meeting the specific national aim to “integrate information
and communications technology into all facets of education and training, including the administrative
functions and e-business models required to support learning” (Bruniges, 2003, para. 4). The purpose of
integrating ICT has been stated as being “to improve and increase the quality, accessibility and cost-
efficiency of the delivery of education, while taking advantage of the benefits of networking learning
communities together to equip them to face the challenges of global competition” (Bruniges, 2003,
para. 6). As a background to (and arguably driving) these directions in education, ICT is being charged
with the capacity to transform society (Fullan, 1993, 1997; Fullan & Miles, 1992; MCEETYA, 2005) and,
consequently being held to be central to school reform (Prestridge & Watson, 2002; State of
Queensland, 2002). The rapid growth in Information Communication and Technologies (ICT) have
brought remarkable changes in the twenty-first century, as well as affected the demands of modern
societies. ICT is becoming increasingly important in our daily lives and in our educational system.
Therefore, there is a growing demand on educational institutions to use ICT to teach the skills and
knowledge students need for the 21st century. Realizing the effect of ICT on the workplace and everyday
life, today’s educational institutions try to restructure their educational curricula and classroom
facilities, in order to bridge the existing technology gap in teaching and learning. This restructuring
process requires effective adoption of technologies into existing environment in order to provide
learners with knowledge of specific subject areas, to promote meaningful learning and to enhance
professional productivity (Tomei, 2005). In a higher education context, “curriculum” is a notion worthy
of exploration and elaboration. It plays as “a construct that could both consolidate such initiatives
undertaken to date and highlight coherent strategies or foci for the provision of more valuable and
meaningful learning opportunities in higher education” (Hicks, 2007). According to Gaff and Ratcliff
(1997), the curriculum in universities is now “an intellectually rich concept that may be viewed and
analyzed from many different vantage points. One can look at purposes, experiences, or outcomes of
the curriculum”. Ratcliff also claims that “the vision of what is a curriculum is heavily shaped by
disciplinary values, educational philosophy, the diversity or homogeneity of students enrolled, and the
social and institutional context”. Besides, Mortimer and Sathre (2007) suggested that curriculum is a
corporate responsibility that the collective faculty of the educational institution must share. They also
note that “A program of study is not just a faculty responsibility, but a responsibility of the institution as
a whole”. Many faculties prefer to select the courses and the content they want to teach, and how they
want to teach them, in part, based on the nature of academic freedom and autonomy (Innes, 2004).
Furthermore, Candy, Crebert and O’Leary (1994) determined that, “the concept of curriculum in the
university setting was unfamiliar to many academics, which developed and taught units or courses to
reflect their own interests with little attention to ensuring coherence or identifying the aims and
objectives of teaching. In view of the aforementioned area of discussion, it is of utmost importance that
educators be made aware of the value of ICT, as well as how to incorporate it in their classrooms.
Integrating ICT into the curriculum is more complex than we think: thus, we should strive to further
propose ways through which to implement it into classrooms. We will need to adapt and accommodate
in order to ensure that what is taught will change as much as how it is taught rather than use computers
to deliver the existing curriculum (Mojkowski, 1987). It is essential to focus on the pedagogy and ensure
that the instruction is tied to the appropriate media to have the effective use of technology (Ferdig,
2006). We need to build more complex curricular and instructional contexts in which technology is
already embedded in order to parallel the existing concerns for access to the curriculum, and to achieve
the learning outcomes of the curriculum (Woodward & Cuban, 2001). According to Shuva (2010), the
chief purpose of ICT integration into a curriculum is to create an environment, not only for interaction
among educators and students, but also for the utilization of technological facilities. There exists a
myriad of important issues in the integration of ICT into the curriculum in education - a multifaceted
process, some of which include the following: educational policy and planning, curriculum and
pedagogy, infrastructure, institutional readiness, educator competencies, capacity building, and
financing. These issues should be considered by policymakers, educators, and education administrators.
There is not one single solution for defining the best level of ICT integration in the educational system
(Kisla, Arikan et al., 2009). There are, however, certain factors which aid in easing the transition from
traditional to ICT classrooms, one of which being lecturer’s attitudes The incorporation of ICT into the
educational systems presents important challenges to the curriculum. Veen et al. (1995) stress that
curricula innovations should go hand-inhand with ICT implementation. Technology will result in new
approaches to the curriculum (Tweddle, 1993). To accommodate the technological functions, the
curriculum content will likely change pragmatically when the implications of the technology for
education are addressed (Knight and Knight, 1995). The role of ICT in connection with the curriculum is
seen as twofold: as a facilitator for the delivery of the curriculum and as a factor for the reformulation of
the curriculum. Specifically, Tagg (1995) identifies the role of ICT as (a) to support and enhance the
existing curriculum, as a tool to enable a more effective delivery of the curriculum; (b) to extend the
curriculum – method and content, product and process – into new and useful territories which have not
been possible in the past. Before deciding the connection between ICT and the curriculum, educational
systems must specify their aims. McKinsey and Company (1997) provide a framework for the
clarification of such objectives: 1. What we want children to learn and whether the emphasis should be
on learning facts and vocational or practical skills, or on capabilities and concepts. 2. Where learning
should take place, and the relative importance of the classroom, the school and the community, and the
correct balance of resources between elementary and secondary education. CURRICULA
CONSIDERATIONS IN ICT INTEGRATION 3. How children can be enabled and encouraged to learn reflects
debates over selection and streaming versusmixed-ability classes; large and small groups; the intensity
and amount of time spent learning; the balance between prescriptive and child-centred teaching, and
methods of assessment (p. 25). McKinsey and Company (1997) argue that whatever philosophy an
educational system or institution has, the connection has to be made between educational objectives
and the objectives for ICT, e.g. (a) different views on where children should be taught affect where
computers are provided – whether in the classroom, laboratory or elsewhere (b) the balance to be
struck between children learning facts and practical skills versus broader capabilities affects which
software is chosen. The present study contributes to theory by providing insights into teachers’ actual
ICT integration stages. The level of teachers’ ICT integration and quality of their use determine whether
or not they create any added values to teaching practice. Studies examining the issue of ICT integration
in teaching and learning mostly concentrate on the factors affecting the integration on a holistic
approach. That is; integration stages models and models explaining the factors that are affecting the
integration do not concentrate on the individual teachers as the unit of analysis. Rather, they describe
certain characteristics of ICT integration stages in terms of teachers’ behaviors,students’ behaviors,
arrangement of classroom environment, quality or lack of administrative support, ect (Alev,Altun, and
Yiğit, 2009; Katic, 2008; Jimoyiannis and Komis, 2007, Leng, 2008). These and many other variables are
important factors affecting the integration. Nevertheless, trying to determine the individual teacher’s
integration stage with this design of this current research is unique, and has it advantages over other
studies. Hall (1995) argues that implementation of a change in any innovation has to be assessed at the
individual level. The present study attempts to identify at which stage the teachers are in ICT integration
on an individual basis, and then investigates factors affecting their integration stages. The present study
contributes to theory by providing insights into teachers’ actual ICT integration stages. The level of
teachers’ ICT integration and quality of their use determine whether or not they create any added
values to teaching practice. Studies examining the issue of ICT integration in teaching and learning
mostly concentrate on the factors affecting the integration on a holistic approach. That is; integration
stages models and models explaining the factors that are affecting the integration do not concentrate
on the individual teachers as the unit of analysis. Rather, they describe certain characteristics of ICT
integration stages in terms of teachers’ behaviors, students’ behaviors, arrangement of classroom
environment, quality or lack of administrative support, ect (Alev,Altun, and Yiğit, 2009; Katic, 2008;
Jimoyiannis and Komis, 2007, Leng, 2008).These and many other variables are important factors
affecting the integration. Nevertheless, trying to determin the individual teacher’s integration stage with
this design of this current research is unique, and has it advantages over other studies. Hall (1995)
argues that implementation of a change in any innovation has to be assessed at the individual level. It is
widely accepted that ICT would lead to significant educational and pedagogical outcomes in the schools,
beneficial for both students and teachers (EC, 2004; ICTL, 2004; OFSTED, 2002). A great amount of
research has shown that proper use of ICT in education can increase students’ motivation and deepen
understanding, promote active, collaborative and lifelong learning, offer shared working resources and
better access to information, and help students to think and communicate creatively (Jonassen, 2000;
Webb, 2005). Nowadays, ICT is perceived to be inherent to the educational reform efforts necessary for
the 21st century society, since it has changed the key aspects of the nature of knowledge and the way
we access it. Moreover, ICT appears to change the very nature of teaching and learning, since the
teaching profession is evolving from an emphasis on teachercentred instruction to student-centred
learning environments (Cox, M.J. & Abbott, C. (2004)